PubMed Health⌕ Search

PubMed · 16807498

Multicomponent latent trait models for complex tasks.

Abstract

Contemporary views on cognitive theory (e.g., Sternberg and Perez, 2005) regard typical measurement tasks, such as ability and achievement test items, multidimensional, rather than unidimensional. Assessing the levels and the sources of multidimensionality in an item domain is important for item selection as well as for item revision and development. In this paper, multicomponent latent trait models (MLTM) and traditional multidimensional item response theory models are described mathematically and compared for the nature of the dimensions that can be estimated. Then, some applications are presented to provide examples of MLTM. Last, practical estimation procedures are described, along with syntax, for the estimation of MLTM and a related model.

Explore related subjects

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

Susan E Embretson, Xiangdong Yang. 2006. Multicomponent latent trait models for complex tasks.. https://pubmed.ncbi.nlm.nih.gov/16807498/

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

New parenthood as a risk factor for the development of obsessional problems.

Research on emotional disturbance during pregnancy and the postpartum period has focused primarily on mood disorders and psychosis, yet preliminary evidence suggests that early parenthood is also associated with an increased risk for the development and exacerbation of obsessional problems. In this article we describe the nature of "postpartum obsessive-compulsive disorder" (ppOCD) and present a cognitive-behavioural model to account for these signs and symptoms. The model outlines features of early parenthood that might increase vulnerability to ppOCD and proposes a conceptual framework similar to that described in cognitive-behavioural models of OCD in general. The empirical status of the model described herein is discussed, along with suggestions for future research and implications for treatment.

Cognition↗

Comparison and the development of knowledge.

This paper considers the role of comparison in the development of knowledge. Results show that comparing similar objects makes them appear more similar. Comparing dissimilar objects, on the other hand does not make them appear more similar, and in some circumstances may make them appear less similar. The effect of comparison on similar items was especially striking since participants judged items to be more similar after comparison even if the comparison task was to list differences between the two items. Further, this effect appears specific to comparison and does not appear to be simply due to a "fleshing out" of object representations (listing properties of two objects without comparing the objects themselves served to increase the objects' similarity regardless of whether the objects were similar or dissimilar to start). This suggests that comparison may play a special role in partitioning bits of experience into categories, sharpening categorical boundaries, and otherwise helping us create conceptual structure above and beyond that offered by the world.

Cognition↗

The 'like me' framework for recognizing and becoming an intentional agent.

Infant imitation demonstrates that the perception and production of human action are closely linked by a 'supramodal' representation of action. This action representation unites observation and execution into a common framework, and it has far-reaching implications for the development of social cognition. It allows infants to see the behaviors of others as commensurate with their own-as 'like me.' Based on the 'like me' perception of others, social encounters are interpretable and informative. Infants can use themselves as a framework for understanding others and can learn about the possibilities and consequences of their own potential acts by observing the behavior of others. Through social interaction with other intentional agents who are viewed as 'like me,' infants develop a richer social cognition. This paper explores the early manifestations and cascading developmental effects of the 'like me' conception.

Cognition↗